Abstract
English is the most widely used language for international travel. Many universities recognize the importance of tourism English as ESP(English for Specific Purpose) and offers the classes in the department of tourism. Teaching tourism English should be practical and planned to meet the expectations of learners. To do so, students’ learning motivation should be identified based on their subjectivity. Although several researches have studied learning motivations, most of them are quantitative researches for general off-line university students with similar and limited variables from previous studies. However, it is necessary to approach from the phenomenological perspectives to analyze true motivations of learners. This study aims to analyze online learners’ motivations based on their subjectivity applying Q-methodology developed by Stephenson (1953). As a result, the learning motivations of cyber university students for tourism English were categorized into four types including Type 1: Overseas trip, Type 2: Intrinsic motivation, Type 3: Utilization in business, and Type 3: English proficiency improvement.
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